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    Do Lecture Pace, Detail, and Segmentation Affect Students' Comprehension of and Memory for a PowerPoint-Assisted Lecture?

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    MauleSpr08.ppt (3.756Mb)
    Date
    2009-01-30
    Author
    Zellhoefer, Ashley S.
    Maule, Carson A.
    Koktavy, Nicole D.
    Xiong, Amy K.
    Steffes, Amy E.
    Chase, Johnathan C.
    Halberg, Ian A.
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    Abstract
    Research on the PowerPoint's efficacy as an aid to lectures is rarely guided by cognitive theory. However, Mayer's cognitive theory of multimedia learning is well-suited to guide the design of PowerPoint presentations. In this experiment student participants heard either a complete lecture at once or the same lecture interrupted by memory testing, the lecture itself delivered at a slow or fast pace, and both combinations of these variables accompanied by either detailed or briefly outlined PowerPoint slides.
    Subject
    Learning--Audio-visual aids
    Media programs (Education)--Evaluation
    Teaching--Audio-visual aids
    Audio-visual education--Evaluation
    Posters
    Computer-assisted instruction--Evaluation
    Microsoft PowerPoint (Computer file)--Educational aspects
    Permanent Link
    http://digital.library.wisc.edu/1793/32003
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    • Student Research Day

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